1. MATERIALS DESIGN AND
DEVELOPMENTTESOL Week 11
Reviewing Grellet
Receptive Skills Framework

2. LESSON PLAN 1 GRADING
 50 points Lesson Plan
 Points deducted for
 Vagueness
 Sequencing issues
 Mislabeling EIF
 Inaccurate SLO, missing steps, purposes, etc.
 50 points Materials
 Points deducted for
 Not submitting all materials
 Material quality
 If materials didn’t support the lesson plan goals

3. Week
11
PDP framework material Discussion/Lecture of PDP
Week
12
Turn in materials for Lesson
Plan 1 (if you didn’t), resubmit
lesson plan (if you’d like)
Sample Lesson #3
Week
13
Turn in materials for Lesson
Plan 1 (if you didn’t), resubmit
lesson plan (if you’d like)
Sample Lesson #4
(Conferencing)
Week
14
Harmer’s Describing Learners Discussion/lecture of
reading Workshop
(Conferencing)
Week
15
Conferencing
Week
16
Lesson Plan & Materials 2 Due Review of Key Concepts
Homework Class Contents

4. Week
*17
(I return your PDP Lesson
Plan on Mon. June 24th
)
Practicum 1
(EIF)
Successful completion of this
YLTESOL Program
Week
*18
Practicum 2
(PDP)
TEE certification
(anything else?)
Practicum Purpose
You will (most likely) present your EIF Lesson Plan one
week and your PDP Lesson Plan the other week.
I will let you resubmit Lesson 1 next week, if you like for an
additional review. I can give you a few points if for this but
not many (as it wouldn’t be fair to the other classes)

5. HOMEWORK FOR NEXT WEEK
If you didn’t submit materials with Lesson Plan 1 you
must turn them in next week.
Optional:
Edit lesson plan 1 and resubmit it
Begin thinking about your PDP Lesson Plan Contents

6. PDP FRAMEWORK – TURN IN HW
 Is it for productive or receptive skills?
 What skills can we teach using the PDP
framework?

7. PRE
DURING
POST
What happens in
each stage?

8. PRE-STAGE
 What happens in this stage?
 Schema activation
 Background knowledge
 Pre-learning new vocabulary
 Generating interest
 Why?
 Set up students for successful reading/listening

9. WHAT NEEDSTO BE ACTIVATED AND ASSESSED
PRIORTO READING OR LISTENING?
 General knowledge about the subject, cultural context
 Specific knowledge about topic of the text
 Knowledge about the text’s organization (genre)

10. GOOD READERS AND LISTENER
USE PRIOR KNOWLEDGE TO:
 make predictions
 visualize
 ask questions to monitor comprehension
 draw inferences
 confirm hypothesis… that’s what I expected
 determine what is important in the text
 demonstrate to others that they have understood
what they have read

11. DURING STAGE
 What happens in this stage of the lesson?
 When are the tasks given to Ss?
 What is the purpose of a reading lesson? If we give
tasks after the Ss watch, listen or read, what are we
assessing; memory or comprehension?
 How does it happen; i.e., how are the activities
sequenced?

12. SEQUENCING OF TASKS
 Task are given before learners read or listen
 Tasks are sequenced from:
 General to specific
 Easy to Difficult
 Concrete to abstract

13. DURING STAGE
 What happens first: Skimming activities or scanning
activities? Why?
 Where in the PDP lesson is the SLO achieved?
 What kind of activity do we need to assess Ss
comprehension of the listen/reading text?
 Can you give me some example of these kinds of
activities?

14. SKIMMING ACTIVITIES
 ordering/numbering items of main ideas
 making a list of main or significant events
 reading or listening for the mood, feeling or tone of the text
 outline the main or fill in an outline where the details are provided
but not the main ideas
 ranking the importance of the main ideas or significant events
 checking off relevant information from a text or picture
 select the correct response such as what’s the best title for this
passage
 label pictures, graph, or graphic organizer
 matching picture with description
 matching two general pieces of information
 writing summary statements

15.  checking off relevant information from a text or picture
 ordering/numbering items
 label pictures or parts of pictures
 matching two pieces of information
 fill in a graph, or graphic organizer
 fill in the blanks
 ranking
 true/false
 multiple choice
 writing short answers
SCANNING ACTIVITIES

16. A LIST OF COMPREHENSIVE
ASSESSMENT ACTIVITIES
 Summary/ Sequencing a summary
 Retelling
 Sequencing pictures
 Using pictures to retell the text
 Synthesis such as making inferences, drawing conclusion
or reading/listening between the lines
 Application of new knowledge; e.g. using what they have
learned to identify the technique being used
 Discussion
 Debate

17. DURING STAGE
 A cloze activity checks Ss comprehension at the
word/sentence level. Is this a good final assessment
activity of a listening or reading text?
 Why do we need to check Ss comprehension at the
text/discourse level?
 Where in the reading lesson should Ss be
reading/listening between lines, making inferences and
drawing conclusions? Why?

19. BUILDING SCHEMATA
BUILDING CONNECTIONS
Text to Self – connect to yourself
 choose texts with characters the same age as the
students, or had similar problems and experiences
 let learners share connections from past
experiences

20. BUILDING SCHEMATA
BUILDING CONNECTIONS
Text to Text – connect this book to others
 compare characters, their personalities, and actions
 compare story events and plot lines
 compare lessons, themes, or messages in stories
 find common themes, writing style, or perspectives in the
work of a single author
 compare treatment of common themes by different
authors
 compare different versions of familiar stories

21. BUILDING SCHEMATA
BUILDING CONNECTIONS
 Text to World – connect books to the world
 create posters and ads
 write in a reading or listening response journals
 complete projects about the topic or theme
 perform role plays or skits

22. POST STAGE
 The POST stage is “extra icing on the cake”
 When does it happen in the lesson?
 What happens at this stage of the lesson?
 How does the POST stage relate to Tomlinson’s
aspects of good materials?

23. PRE
DURING
POST
Why the
diamond?

24. LOOK AT THESE TWO SLOS.
HOW ARE THEY DIFFERENT?
 By the end of the lesson SWBAT ask and answer
questions using frequency adverbs (always,
usually, sometimes, seldom, never) in the dialog
(A: How often do you ___? B: I _____ _____.) BY
doing a classroom survey.
 By the end of the lesson SWBAT demonstrate
their comprehension of the text, “That’s Her
Problem” BY retelling the story with picture
support.

25. RECEPTIVE SKILLS SLO FORMULA
By the end of the lesson, SWBAT…
demonstrate their understanding/comprehension of the
(text/passage/story/dialog/conversation/article),
(title of text)
BY ______(doing something)__________.

26. EXAMPLE
By the end of the lesson, SWBAT
demonstrate their understanding of
the conversations, “Problems at the
Airport” BY describing the inferred
conclusions about what each speaker
will do.

27. YOU TRY
 Write and SLO for the following:
1. fable “The Hungry Father-in-Law”
2. debate “Should We Build the New
Library”
3. public service announcement “What to
Do in Case of a Fire”

28. By the end of the lesson, SWBAT demonstrate
their understanding of the fairytale, “The
Hungry Father-in-Law” BY inferring the moral
that we can learn from the story.
By the end of the lesson, SWBAT demonstrate
their understanding of the public service
announcement, “ShouldWe Build the New
Library” BY summarizing the debate using a
graphic organizer.
By the end of the lesson, SWBAT demonstrate
their understanding of the story, “What to Do
in Case of a Fire” BY drawing a diagram or
making a poster that shows the sequence
described in the announcement.

29. 1. Show picture of bus station. Elicit
background knowledge by using guiding Qs:
“Where do you think this is?What’s happening?
Etc…”

30. 2. Introduce topic: “Long distance travel by
bus.” Ask Ss if they have every gone a long
distance by bus? Ask if they’ve traveled by bus
in an English speaking country?

31. 3. Give task: “How many people are
speaking?Where are they?” Let Ss read
Qs. Ss listen to the text. Ss check answers
together,T elicits correct answers from
group

32. 4. Give task a series ofT/F statements, let
Ss read statements, then Ss listen to text.
Ss check answers together,T elicits correct
answers from group

33. 5. Give task: Each Ss gets a bus ticket with a
destination. Ss must listen and find their
bus number. Different Destination for
each Ss.When Ss hear their bus number
they should stand up.T play tape several
time until most/all Ss can stand up when
their bus number is called.

34. 6. GiveTask: “Why is the older lady worried?”
“What suggestion will the clerk make.” Ss read
Qs. Ss listen to text. Ss check answers together,
T elicits correct answers from group

35. 7. Give Ss a bus schedule and a map of the US.
Ask Ss to plan a trip to some place in the US. Ss
will describe what bus/buses they will take.
How long it will take and the cost of the travel.

36. Pre
 Assess Ss prior knowledge
 Intros topic and allows Ss to share past experience to
create interest and relevance
During
 Its a general listening task
 Its an easy specific listening task.
 It’s a more difficult specific listening task
 It’s the most difficult listening task because it requires Ss
to use inference and draw conclusion which assess Ss
knowledge at the text/discourse level
Post
 Ss do a task that moves beyond the text that allows
personalization of topic/theme and gives them a chance
to connect topic theme to their own lives

37. HOW MANYWORDS?
500,000 to 1,000,000 words in English
Educated native English adult knows about
20,000
We learn about 1,000 a year
We use about 1,800 in everyday conversation

38. THRESHOLD LEVELS
Everyday conversation learners need 1800 to 2000
words for 80% comprehension.
For non-academic reading texts learners need
about 5000 words for 90% comprehension.
For academic texts, the number of words needed
for 80% comprehension varies greatly by genre.

39. THREE LESSONS TO BE LEARNED
Identify the most frequent 2,000 to 5,000
vocabulary items
Help learners learn how to learn vocabulary
on their own
Don’t begin reading instruction with low
level learners until they have a threshold
vocabulary level of at 1200 words.

40. INTRODUCTION TO BLOOM’S
TAXONOMY
Sequencing of tasks and questions in
reading activities is not a new idea
Bloom introduced his taxonomy of reading
questions in 1956
Bloom, like Grellet, believes that tasks
should move from easier to more difficult,
and from concrete to more abstract forms
of thinking

41. BLOOM’S TAXONOMY
 Knowledge
 Comprehension
 Application
 Analysis
 Synthesis
 Evaluation
Warning: This is more appropriate
for Native Speaker learners, so
use this information carefully.

42. KNOWLEDGE
Useful
Verbs
Sample Question
Stems
Potential activities and
products
tell
list
describe
relate
locate
write
find
state
name
What happened
after...?
How many...?
Who was it that...?
Can you name the...?
Describe what
happened at...?
Who spoke to...?
Can you tell why...?
Find the meaning
of...?
What is...?
Which is true or
false...?
Make a list of the main
events..
Make a timeline of events.
Make a facts chart.
Write a list of any pieces
of information you can
remember.
List all the .... in the story.
Make a chart showing...
Make an acrostic.
Recite a poem.

43. COMPREHENSION
Useful
Verbs
Sample Question
Stems
Potential activities
and products
explain
interpret
outline
discuss
distinguish
predict
restate
summarize
compare
describe
Can you write in your own
words...?
Can you write a brief
outline...?
What do you think could of
happened next...?
Who do you think...?
What was the main idea...?
Who was the key
character...?
Can you distinguish
between...?
What differences exist
between...?
Cut out or draw pictures to
show a particular event.
Illustrate what you think the
main idea was.
Make a cartoon strip showing
the sequence of events.
Write and perform a play
based on the story.
Retell the story in your words.
Paint a picture of some aspect
you like.
Write a summary report of an
event.
Prepare a flow chart to
illustrate the sequence of
events.

44. APPLICATION
Useful
Verbs
Sample Question
Stems
Potential activities and
products
solve
show
use
illustrate
construct
complete
examine
classify
Do you know another
instance where...?
Could this have
happened in...?
Can you group by
characteristics such as...?
What factors would you
change if...?
Can you apply the
method used to some
experience of your
own...?
What questions would
you ask of...?
Would this information be
useful if you had a ...?
Construct a model to demonstrate
how it will work.
Make a diorama to illustrate an
important event.
Make a scrapbook about the areas
of study.
Make a paper-mache map to
include relevant information about
an event.
Take a collection of photographs to
demonstrate a particular point.
Make up a puzzle game suing the
ideas from the study area.
Make a clay model of an item in
the material.

45. ANALYSIS
Useful
Verbs
Sample Question
Stems
Potential activities and
products
analyze
distinguish
examine
compare
contrast
investigate
categorize
identify
explain
separate
advertise
Which events could
have happened...?
If ... happened, what
might the ending have
been?
How was this similar
to...?
What was the
underlying theme of...?
Why did ... changes
occur?
Can you explain what
must have happened
when...?
Design a questionnaire to gather
information.
Write a commercial to sell a new
product.
Conduct an investigation to
produce information to support a
view.
Make a flow chart to show the
critical stages.
Construct a graph to illustrate
selected information.
Make a family tree showing
relationships.
Put on a play about the study area.
Write a biography of the study
person.

46. SYNTHESIS
Useful
Verbs
Sample
Question Stems
Potential activities and
products
create
invent
compose
predict
plan
construct
design
imagine
propose
devise
formulate
Can you design a ... to
...?
Why not compose a
song about...?
Can you see a
possible solution to...?
If you had access to all
resources how would
you deal with...?
Why don't you devise
your own way to deal
with...?
What would happen
if...?
Invent a machine to do a specific task.
Design a building to house your study.
Create a new product. Give it a name
and plan a marketing campaign.
Write about your feelings in relation
to...
Write a TV show, play, puppet show,
role play, song or pantomime about...?
Design a record, book, or magazine
cover for...?
Make up a new language code and
write material suing it.
Sell an idea.
Devise a way to...
Compose a rhythm or put new words
to a known melody.

47. EVALUATION
Useful
Verbs
Sample
Question Stems
Potential activities and
products
judge
select
choose
decide
justify
debate
verify
argue
recommen
d
assess
discuss
rate
prioritize
determine
Is there a better
solution to...
Judge the value of...
Can you defend your
position about...?
Do you think ... is a
good or a bad thing?
How would you have
handled...?
What changes to ...
would you
recommend?
Do you believe?
Are you a ... person?
How would you feel
if...?
Prepare a list of criteria to judge a ...
show. Indicate priority and ratings.
Conduct a debate about an issue of
special interest.
Make a booklet about 5 rules you see
as important. Convince others.
Form a panel to discuss views, eg
"Learning at School."
Write a letter to ... advising on changes
needed at...
Write a half yearly report.
Prepare a case to present your view
about...